Curriculum Adaptations for Blind Students, Afan Oromo Teachers Experiences in Madrasa Primary School

Abstract

The main purpose of this study was to explored Afan Oromo teachers’(AOTs’) experiences of curriculum adaptation (CA) for blind students (BSs) in Madrasa primary school, Fedis woreda East Hararghe zone, Oromia Regional State, Ethiopia. To conduct this study, a case study research design was employed. A total of three (3) respondents (2 males and 1 female AOTs) one from Grade 2, one from Grade 4, and one from Grade 6 were included in the study. The respondents were selected by using availability sampling technique. The data were gathered through semi structured interviews and classroom observations. Data obtained through interviews and observations were analyzed using cross-case analysis, narration, and direct quotation of the respondents’ ideas. A result of the study revealed that the practice of CA for BSs was at a low level. Most of the participants (AOTs) faced difficulties in adapting the lesson plans to provide a variety and change for the different needs of BSs. The study identified the teachers lack of understanding of the concept of blindness and CA, inappropriate use of instructional strategies, absence of adapted instructional material, inappropriate use of assessment procedures and large class size as a major challenges of CA for BSs under the study area. The implication is that CA as a means to improve BSs learning is not adapted in line with MoE curriculum differentiation and individualized education program guideline. Thus, it is recommended that MoE CD guideline should be reinforced, resource related problems should be resolved by school, teachers training should be a guiding principle of CA under the study area. To get the intact image of CA in primary school, further studies should be conducted in the future.